Bahrain's Secondary EFL Teachers' Beliefs of English Language National Examination: 'How It Made Teaching Different?'

Autor/in	Al-Wadi, Hasan
Titel	Bahrain's Secondary EFL Teachers' Beliefs of English Language National Examination: 'How It Made Teaching Different?'
Quelle	In: International Journal of Instruction, 13 (2020) 1, S.197-214 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Teacher Attitudes; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Tests; National Competency Tests; Learning Processes; Instructional Innovation; Foreign Countries; Standardized Tests; Educational Change; Secondary School Teachers; Secondary School Students; Schemata (Cognition); Bahrain + Suchen Sie Ihr Suchwort? Lehrerverhalten; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Learning process; Lernprozess; Educational Innovation; Bildungsinnovation; Ausland; Standadised tests; Standardisierter Test; Bildungsreform; Sekundarschüler; Cognition; Schema; Kognition
Abstract	Due to the spread of applying standardized national examinations in addition to the normal centralized formal exams in English language teaching, EFL teachers have been urged to reshape their teaching pedagogies to respond to the demands and competencies which EFL students are required to fulfil in these exams. This study sheds light on this phenomenon by investigating the influence of applying the standardized English national exam policy in a non-native English-speaking context on the teaching practices and beliefs of EFL teachers in secondary schools. A mixed research method was employed to identify the aspects of the teaching learning process of English as an EFL that were affected by the application of the standardized testing as well as exploring the teachers' beliefs of these effects on their teaching as EFL teachers in a non-native speaking context. The quantitative data was gathered using questionnaires and the results revealed a high effect of the application of the standardized national English exam on students' learning and welfare with a mean of (4.164) but with an average effect on the aspects of language competence and implementation of innovative teaching pedagogies. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01